At the end of the lesson, the learner should be able to:

• describes how communication is affected by media

and information
• identifies the similarities and differences of media
literacy, information literacy and technology literacy
• editorializes the value of being a media and
information literate individual
• identifies characteristics /describes a responsible
user and competent producers of media and
information.
WHAT IS
the act or process of using words,
COMMUNICATION?
sounds, signs, or behaviors to express or
exchange information or to express your
ideas, thoughts, feelings, etc., to
someone else
Communication (http://www.merriam-webster.com)

the exchange of information and the

expression of feeling that can result in
understanding
(http://dictionary.cambridge.org)
 WHAT ARE THE TWO BASIC TYPES
OF COMMUNICATIONS?
NON-VERBAL VERBAL
COMMUNICATIO COMMUNICATIO
N N
• Signs • Oral
• Symbols • Written
• Colors
• Gestures
• body
language
• facial
Photo Credit: http://www.martina-gleissenebner-teskey.com/services/the-power-of-non-verbal-communication/
PROCESS OF COMMUNICATION

Photo Credit: http://www.daystar.ac.ke/ilpd-program-DipComm.html

 TRANSMISSION MODELS
Lasswell’s Communication Model (1948)

Who Says What In Which To Whom With what

effect?
Channel
COMMUNICATOR MESSAGE RECEIVER EFFECT
MEDIU
M
 TRANSMISSION MODELS
Shannon-Weaver’s Communication Model
(1948)

Photo Credit: http://communicationtheory.org/shannon-and-weaver-model-of-communication/

 RECEPTION MODEL
Osgood- Schramm Model Of Communication (1954)

Photo Credit: http://communicationtheory.org/osgood-schramm-model-of-communication/

 TRANSMISSION MODELS
Westley and MacLean’s Model of Communication (1957)

• Event or Information
(X1, X2, X3 and X4…Xn)
• Feedback (f)
• Advocate (A)
• Channel (C)
• Audience (B)

Photo Credit: http://communicationtheory.org/westley-and-maclean%E2%80%99s-model-of-communication/

 RECEPTION MODEL
Berlo’s SMCR Model of Communication (1960)

Photo Credit: http://communicationtheory.org/berlos-smcr-model-of-communication/

 Formative Assessment:
Recitation
• Why is communication a
process?
• What are the important
elements of communication?
• How can we achieve an
effective communication
with other people?
Photo Credit: https://www.pinterest.com/pin/157837161915025462/
 PICTURE
ANALYSIS

Photo Credit: http://www.ovrdrv.com/10-levels-of-intimacy-in-todays-communication/

 PICTURE
ANALYSIS

Photo Credit:https://www.facebook.com/sarcasmLOL/photos/a.1521463861515726.1073741828.1515871602074952/2049225658739541/?type=3&theater
 How is communication affected by media
and information?
MEDIA Communication INFORMATION
 Communication  data, knowledge
Tools derived from
study, experience,
or instruction,
signals or symbols
 knowledge of
specific events or
situations
Photo Credit :https://commons.wikimedia.org/wiki/File:EU-Media-Futures-Forum-pic_0.jpg and: http://hallr.com/category/school-communication/
FORMATIVE ASSESSMENT:
RECITATION
 How do you use Facebook as
a tool or medium for
communication?
 How did Facebook affect or
change the way we
communicate with other
people?
FORMATIVE ASSESSMENT:
RECITATION
 How did Facebook affect
the quantity and quality of
information available to
people? Is it a good thing
or bad thing?
 SOMETHING TO THINK ABOUT!

“The speed of communications is wondrous

to behold. It is also true that speed can
multiply the distribution of information that
we know to be untrue.”
Edward R. Murrow
(April 25, 1908 – April 27, 1965), American broadcast journalist.
Source: http://www.brainyquote.com/quotes/topics/topic_communication2.html
 TERMS TO UNDERSTAND
• The ability to read, analyze, evaluate and
Media Literacy produce communication in a variety of
media forms.

• The ability to recognize when information

Informatio is needed and to locate, evaluate,
n effectively use and communicate
information in its various formats.
Literacy
• The ability to use digital technology,
Technology communication tools or networks to
(Digital) Literacy locate, evaluate, use, and create
information.
Source: MIL Curriculum for Teachers by UNESCO, 2011
FORMATIVE ASSESSMENT: 3 Circle Venn
Diagram

Media Literacy

Technolog
Information
y
Literacy
(Digital)
Literacy
Media and Information
Literacy (MIL)
refers to the essential competencies
(knowledge, skills and attitude) that
allow citizens to engage with media and
other information providers effectively
and develop critical thinking and life-long
learning skills for socializing and
becoming active citizens
Source: MIL Policy and Strategy Guidelines
by UNESCO, 2013
 Core Subject Title:
MEDIA AND INFORMATION LITERACY
(MIL)
Core Subject Description:
The course introduces the learners to basic
understanding of media and information as
channels of communication and tools for the
development of individuals and societies. It also
aims to develop students to be creative and
critical thinkers as well as responsible users and
competent producers of media and information.
Media And Information Literacy (MIL) Curriculum Guide By DepEd
The K to 12 Toolkit (2012) by
DepEd

Source: http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf
FORMATIV
E
ASSESSME
NT:
Recitation

Created by Mr. Arniel Ping using Meme Generator: imgflip

REFERENCES
 Media and Information Literacy Curriculum Guide by
DepEd
 Media and Information Literacy by Boots C. Liquigan,
Diwa Learning Systems Inc.
 UNESCO Media and Information Literacy Curriculum for
Teachers
 http://communicationtheory.org/category/communicati
on-models/page/2/
 Terms and Definitions
PREFERENCE
• The selecting of someone or something over
another or others.
HABIT
• A recurrent, often unconscious pattern of
behavior that is acquired through frequent
repetition.
LIFESTYLE
• A way of life or living of a person or group.
(Source: http://www.thefreedictionary.com)
 Class
Activity
• Strategy: Inside/Outside
Circles
• Instruction: Share your
media habits, lifestyles, and
preferences to your
classmates. (Write down
information you gathered.)
• Time limit: 2 minutes per
pair.
 Processing the Activity

• Share information you

gathered from your
classmates.
• Create a conclusion based
on the gathered information
about the media habits,
lifestyles, and preferences
of your classmates.
 Formative Assessment:
Recitation
• What are the
characteristics of
responsible users and
competent
producers of media
and information?
 Poster Analysis

• What is the
message of
this poster?
• Do you
agree with
the
message?
Why or why
not?
 Poster Analysis

• What is the
message of
this poster?
• Do you
agree with
the
message?
Why or why
not?
 Poster Analysis

• What is the
message of
this poster?
• Do you
agree with
the
message?
Why or why
not?
 Poster Analysis

• What is the
message of
this poster?
• Do you
agree with
the
message?
Why or why
not?
Formative Assessment
Board Work: Table Completion
CHARACTERISTICS
Responsible User of Competent Producer of
Media Information Media Information
 Formative Assessment:
Recitation
• Do you consider yourself
as a media and
information literate
individual? Why or why
not?
• Why is being a media
and information literate
very important in this
modern world?
Written Work
• Write an essay about your current use and
interaction with media and information, and
the effects and influence of these in
communication
• Your essay must have a title, an introduction,
a body paragraph (1 main argument with 2
examples), and a conclusion.
• Not less than 10 sentences
• Refer to the rubric for criteria and
grading.
Rubric
Very Good Good Poor Needs
Improvement
INTRODUCTION Well-developed Introductory Introduction Introduction
Background/ introductory paragraph does not was not
Define the paragraph contains adequately presented.
Problem contains detailed background explain the
background information background of
information, a and states the the
clear explanation problem, but problem. The
or definition of does not problem is
the problem. explain using stated, but
details. lacks detail.

(0
(5 points) (4 points) (2 points) points)
 Rubric (cont.)
Very Good Good Poor Needs
Improvement
BODY Argument is well Argument was Argument was Argument was
PARAGRAPHS developed with presented with presented but not presented.
Main Argument two supporting one supporting does not have
facts/ examples. fact/ example. any example.

(5 points) (4 points) (2 points) (0 points)

CONCLUSION Conclusion was Conclusion was Conclusion was Conclusion
presented. presented. presented but was
Opinions and Opinions and no suggestions not presented.
suggestions for suggestions for for change
change are logical change are and/or opinions
and well thought evident. are included.
out. (2 points)
(5 points) (4 points)
(0 points)